Florence: In the Museum of Italian, the diversities of the language tell the story of the country

In this interesting article from Claudio Marazzini La Repubblica (Italy), we hear about the opening of the Museum of the Italian Language in Florence and how the linguistic patchwork of dialects, accents and words throughout the country and across centuries have contributed to its rich literary and cultural history.

https://firenze.repubblica.it/cronaca/2020/08/11/news/firenze_nel_museo_dell_italiano_le_diversita_della_lingua_che_raccontano_il_paese-264351132/

Here is its translation into English:

Excitement for the news had come around again, even if the decision to locate the museum of the Italian Language in Florence had already been announced by President Conte and by Minister Franceschini. We knew that the city’s local administration had instantly shown its concrete interest in something new that posed a challenge, given that this was a somewhat different museum to what we’ve become accustomed. Some cynics may lay claim to the real museum of the language being the street, where the language lives and changes every day. However, a museum should offer something more than the street can, that is, an experience that is focussed, comprehensive and diverse, allowing the infinite wealth of the written and spoken language; ancient and modern, cultured and vernacular, to be absorbed simultaneously. For example, how many are aware that the Italian territory is amongst the richest in the world in terms of linguistic variety? In fact, within the peninsula we have a literary language of outstanding quality, derived from the Medieval Florentine dialect, and which became prevalent throughout the nation, firstly in academia, then amongst the entire population: it is the language over which the Accademici della Crusca (members of the Italian Language Assembly) have fought since 1583. But we also have a profoundly rich collection of local accents, dialects, slangs, minority languages, some full of historical charm that transport us to a distant past in a kind of real-time archaeology of the language: think of the Greek islands of Calabria and Puglia, whose legacy is long-debated as being that of Magna Graecia or Byzantium.

How many remember that there exists an island of Catalan in Alghero? Or that the Albanesi (lit. Albanian) islands derive from the last resistance in the face of the oncoming Ottoman army and whose communities, when reunited in Italy after the death of the Albanian hero Scanderberg, even maintained their Orthodox practices in addition to the language, rendering them somewhat different to the current Albanians and perhaps representing an earlier, pre-Islamification era for them. So, from region to region, from Piemonte to Sicily, from Valle d’Aosta to Trenino Alto Adige, the linguistic variety represents and recounts the story of the Italian people, their struggle to find unison, and the integration of new peoples. The museum will therefore represent the linguistic diversity of the peninsula; the voices of the people who live there will be able to be heard through video, sound recordings,  and multimedia platforms. The very same museum will also display the oldest documented evidence of the Italian language, the milestones of the literary language, the documented maxims that brought about Dante’s La Commedia, the poetic works of Petrarch’s collections, the lexicons of La Crusca, and the letters documenting the works of writers such as Tommaseo, Manzoni or Gadda.

Alongside the language of the Italians and the documents of the literary, musical and culinary tradition (one is to think only of the wealth of pasta and bread nomenclature), I would also like the museum to highlight the latest developments in the language; perhaps the neologisms of the month, which can already be found on La Crusca’s website. This is not to say that these words last, but that they are sign of the language’s health, of its perpetual metamorphosis, evidence of which we have even seen during la Covid-19. I have chosen to feminise it, but many will remember the recent heated debates over the linguistic gender of Covid-19. This brings to mind what space should be apportioned to discussions on the standard, and I would like the visitor tell the story of their own, to leave the footprints of their own journey in the museum; be it that of a native citizen’s mother tongue, be it a new immigrant to Italy who wants to learn more about the country that has now also become their own, in closing, be it also a visitor from overseas, because this site should become an attractive lure for those who have studied our language, and who will be able to simultaneously visit the city of Dante, see the artistic masterpieces, the Uffizi, and will enter the museum of the language and languages of Italy with their eyes full of those artistic memories, in order to know and understand our country, its nature and its history better.

I shall finish with a proposal. The decision for the location of the museum has fallen favourably on Florence, a necessary one given that the headquarters of l’Accademia della Crusca is also there; imagine how great it would be to have a shuttle transport the visitor from the museum to Castello, in the Medicean Villa, to arrive at the Sala della pale (Hall of Shovels), which always exudes a certain allure. Could you suggest a better place to end a visit to the museum of the Italian language?

*The author, Claudio Marazzini, is the president of the Accademia della Crusca.

Translation by Simon Laing.

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Towards a multilingual Europe

Here we have a great article from El País (Spain) on the importance of learning new languages and the inevitable sharing of cultural wealth it brings

https://elpais.com/educacion/2020-07-29/hacia-una-europa-plurilingue.html

Here is its translation into English:

Towards a multilingual Europe

The educational reform currently underway could open the door to learning new languages and cultures.

I remember the teachers from school, and latterly my college, speaking to me about the importance of learning languages. But in the end, the one certain thing was that all that baggage, when reduced to its essence; it was just a way of promoting English. It’s a totally practical language, converted years ago into a lingua franca, but with the passage of time, the Eupropean institutions have come to realise that a single foreign language in a globalised world is not enough. The European Council already stipulated in December 2017 the necessity for member states to engage in incentivising the learning of at least two foreign languages in its conclusions regarding ‘Multilinguism and the development of linguistic skills‘ . Moreover, that those subjects ought to be taught in schools from an early age.

However, in Spain, always quick to pay lip service to Europe, things don’t seem to be going down the same route. We’ve seen in Andalucia how French classes have been replaced in favour of other subjects, especially Religious Education or, like in Madrid, where the regional president, Isabel Díaz Ayuso, promoted a third lesson of Physical Education, taking away the second foreign language. For now, the measure hasn’t been implemented, but in order to roll it out, one might suppose that the teachers would have to teach this subject in a single hour over the course of a week. Excuse me, if you will, but I wouldn’t be able to manage it.

What purpose does a second language serve? Currently in the Spanish education system, one can choose from French, German, Portuguese and English. If you observe, those four languages correspond to the four major countries of the European Union with which Spain maintains an important cultural, economic, political and social interchange.

In the case of the French language, we encounter the only language, along with English, that is spoken on five continents, official language of European institutions and bodies like the International Olympic Committee, fifth most spoken language in the world and second in international relations. It has over 300 million speakers, but according to some estimates and thanks to the momentum of the African nations, French could become the most spoken language in the world by 2050 with 700 million.

In Spain, the second language is abandoned. Only 46% of secondary students take it up, according to the European office of statistics, Eurostat, while in countries such as Finland – the system admired by all and sundry – or in Italy, it is obligatory.

We currently find ourselves in the process of a new education law, another attempt at transforming the educational system into a shining example. As such, and from examining the data, it becomes paramount for Lomloe (the new Spanish educational reform law) to highlight the necessary obligatory nature of a second foreign language; for the good of our students, for the sake of getting a better job, in order to secure a sense of belonging to Europe, to be acquainted with different cultures, different concerns, different views of life. It was Charlemagne that once said, “To speak another language is to possess another soul“. And all the better if it is through a second foreign language.

Article by Gregorio Marlasca, French teacher at Ojeda Boedo de Herrera de Pisuerga public institute.

Translation by Simon Laing